GCSE (9–1) Geography B
(Geography for Enquiring Minds)
J384/02 People and Society
Sample Resource Booklet
Time allowed: 1 hour 15 minutes
EN
INFORMATION FOR CANDIDATES
 The questions tell you which resources you need to use.
 This document consists of 8 pages. Any blank pages are indicated.
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INSTRUCTION TO EXAMS OFFICER/INVIGILATOR
 Do not send this Resource Booklet for marking, it should be retained in the centre or
recycled. Please contact OCR Copyright should you wish to re-use this document.
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CONTENTS OF RESOURCE BOOKLET
 Fig. 1 – The Three Gorges Dam, China
 Fig. 2a – Maps of the UK showing relief
 Fig. 2b – Map of the UK showing population density
 Fig. 3 – A graph from a data presentation part of a human geography fieldwork
investigation
© OCR 2015
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© OCR 2015
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Fig. 1 – The Three Gorges Dam, China
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EN
The Chinese
government spent a
total of $6 billion
building the Three
Gorges Dam, which
took 15 years to
build.
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EN
Fig. 2a – Map of the UK showing relief
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EN
Fig. 2b – Map of the UK showing population density
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Fig. 3 – A graph from a data presentation part of a human geography fieldwork investigation
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© OCR 2015
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Copyright Information:
Fig. 1: Image of Three Gorges Dam in China © Prill Mediendesign & Fotografie. Image supplied by iStock, www.istockphoto.com
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted to
identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to
candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each
series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct
its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations
Syndicate (UCLES), which is itself a department of the University of Cambridge.
© OCR 2015
J384/02
GCSE (9–1) Geography B
(Geography for Enquiring Minds)
J384/02 People and Society
Sample Question Paper
Date – Morning/Afternoon
Time allowed: 1 hour 15 minutes
You may use:
• a ruler (cm/mm)
• a piece of string
• a scientific or graphical calculator
EN
You must have:
• the Resource Booklet
First name
Last name
Centre
number
0
0
0
0
0
0
*
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*
Candidate
number
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INSTRUCTIONS
• Use black ink. You may use an HB pencil for graphs and diagrams.
• Complete the boxes above with your name, centre number and candidate
number.
• Answer all the questions.
• Write your answer to each question in the space provided. If additional space
is required, you should use the lined page(s) at the end of this booklet. The
question number(s) must be clearly shown.
• Do not write in the barcodes.
• The separate Resource Booklet will be found inside this document.
INFORMATION
• The total mark for this paper is 70.
• The marks for each question are shown in brackets [ ].
• Quality of extended responses will be assessed in questions marked with an
asterisk (*).
• Spelling, punctuation and grammar and the use of specialist terminology
(SPaG) will be assessed in questions marked with a pencil ( ).
• This document consists of 16 pages.
© OCR 2015
QN 601/8224/6
J384/02
T10030/03
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Section A
Answer all the questions
Urban Futures
1
Study the table below, showing predicted growth in some of the world’s cities between 2001 and
2025.
City and Country
Country type
Population
in 2001
Predicted
population in
2025
23 million
16 million
Predicted
% growth
increase
44%
14%
19 million
23 million
36%
53%
20 million
16 million
39 million
43%
33%
5%
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Key:
AC = Advanced country
EDC = Emerging developing country
LIDC = Lower income developing country
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Beijing, China
EDC
16 million
Buenos Aires,
EDC
14 million
Argentina
Calcutta, India
EDC
14 million
Dhaka,
LIDC
15 million
Bangladesh
Karachi, Pakistan
EDC
14 million
Manila, Philippines
EDC
12 million
Tokyo, Japan
AC
37 million
Source: UN Population Division, World Urbanisation
Use the information in the table above to help you answer questions (a)(i), (a)(ii) and (a)(ii).
Complete the sentences below.
(i)
(ii)
(iii)
The city with the slowest predicted population growth is ………………………………….
[1]
SP
(a)
The population of Dhaka is predicted to increase by……... …………. million between
2001 and 2025.
[1]
Describe the pattern in predicted population change between 2001 and 2025 for cities
in the EDCs shown in the table.
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[3]
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(b*) CASE STUDY – ways of life in cities.
Examine how ways of life vary within one LIDC or EDC city.
Name of LIDC or EDC city:
…………………………………………………………………….
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EN
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[8]
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Dynamic Development
2
(a)
Which of the following is a factor which makes it hard for countries to break out of poverty?
A
B
C
D
Good trade links
No debt
Plentiful natural resources
Political unrest
Write the correct letter in the box.
[1]
Which of the following statements best describes the advantages a Trans National
Company (TNC) can bring to an LIDC’s development?
A
B
C
D
Encourages reliance on the TNC by supplying economic aid
Has a political role and works to influence the government
Provides management jobs for foreign workers
Supports progress through trade links and building transport networks
(c)
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Write the correct letter in the box.
EN
(b)
[1]
Study Fig. 1 in the separate Resource Booklet, information about the Three Gorges Dam in
China.
What type of development strategy is the Three Gorges Dam an example of?
SP
…………………………………………………………………………………………………………...
[1]
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(d)
CASE STUDY – LIDC development.
EN
Study the diagram of Rostow’s model of economic development.
For an LIDC you have studied, suggest which stage of the Rostow Model it has
reached and give reasons for your answer.
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(i)
LIDC studied:
…………………………………………………………………………....
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[4]
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(ii)
For an LIDC you have studied, evaluate how successful a development strategy has
been.
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EN
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[6]
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UK in the 21st Century
3
Study Figs 2a and 2b in the separate Resource Booklet, maps of the UK showing relief and
population density, and then answer questions 3(a) and (b).
(a)
Which statement about the height of the land in the UK is correct?
A
B
C
D
Most highland is in the North and West of the UK
Most highland is in the South coast of the UK
Most highland is in the South of the UK
There is no highland in Wales
Write the correct letter in the box.
[1]
Which statement below correctly describes the pattern of population density in the UK?
Highest population density is around the coast of the UK
Highest population density is in England
Highest population density is in highland areas of the UK
Highest population density is in Wales
EN
A
B
C
D
EC
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(b)
Write the correct letter in the box.
(c)
[1]
Below is some data showing the population for Aberdeen by age group.
Population for Aberdeen city
33,000
57,000
48,000
43,000
29,000
16,000
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0-15
16-29
30-44
45-59
60-74
75+
Age group
(i)
What is the modal class for this table of data?
……………………………………………………………………………………………………
[1]
© OCR 2015
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Draw a labelled vertical bar graph showing the population for the different age
groups in Aberdeen.
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EN
(ii)
© OCR 2015
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(d)
Below is a news article about The X Factor.
The X Factor – a Global Television hit
The X Factor is watched in 147 countries. Simon Cowell, who created the X
Factor said: “The UK X Factor was the original version of the show and over
the last ten years it has found many new international superstars. I’m really
happy that the UK show is being watched all over the world - as well as there
being so many great local versions of X Factor too.”
The X Factor is a global hit and the format is now copied locally in 51
countries around the world. Since the first UK X Factor in 2004, the Britishborn TV show has been watched by more than 360 million people and can be
EN
seen in almost every country on earth.
Using the news article and your own knowledge, describe the global influence of UK TV
programmes such as the X Factor.
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[6]
© OCR 2015
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Resource Reliance
4
(a)
Which two statements best describe an ethical consumer?
1
2
3
4
Someone who does not consider the source of products they buy
Someone who always buys the cheapest products
Someone who chooses products made with minimal environmental damage
Someone who prefers to buy fairly traded food products
A
B
C
D
1 and 2
1 and 4
2 and 3
3 and 4
Write the correct letter in the box.
[1]
Describe what it means for a person to be food secure.
EN
(b)
…………………………………………………………………………………………………………..
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[2]
CASE STUDY – Food security
SP
(c)
Explain how effective one attempt to achieve food security at a national scale has been.
…………………………………………………………………………………………………………..
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[4]
© OCR 2015
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(d)
Evaluate the success of one technological strategy to sustainably improve food security.
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EN
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SP
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[6]
© OCR 2015
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Section B
Answer all the questions.
Human Geography Fieldwork
5
(a)
Name a primary data collection technique suitable for carrying out a human geography
fieldwork investigation looking at the issue of shop closures within an economic hub.
…………………………………………………………………………………………………………..
[1]
(b)
State two types of data which could be used to identify an economic hub and give reasons
for your choices.
1
……………………………………………………………………………………………………
EN
……………………………………………………………………………………………………
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2
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……………………………………………………………………………………………………
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(c)
SP
……………………………………………………………………………………………………
[4]
Study Fig. 3 in the separate Resource Booklet, a graph from a data presentation part of a
human geography fieldwork investigation.
Suggest what Fig. 3 indicates about the impact of shop closures in Worthing.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
[2]
© OCR 2015
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(d*) You will have carried out some human geography fieldwork as part of your GCSE (9–1)
Geography course.
Name the fieldwork: …………………………………………………………………………………..
Explain how your fieldwork conclusions improved your understanding of a geographical
question or issue.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
EN
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……………………………………………………………………………………………………………
[8]
Spelling, punctuation and grammar and the use of specialist terminology [3]
© OCR 2015
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ADDITIONAL ANSWER SPACE
If you use this lined space to complete the answer to any question(s), the question number(s) must be
clearly shown.
…………………………………………………………………………………………………………………………
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EN
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]
© OCR 2015
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© OCR 2015
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Copyright Information:
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted to
identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to
candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each
series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct
its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations
Syndicate (UCLES), which is itself a department of the University of Cambridge.
© OCR 2015
J384/02
…day June 20XX – Morning/Afternoon
GCSE (9–1) Geography B (Geography for Enquiring Minds)
People and Society
EN
J384/02
70
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MAXIMUM MARK
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SAMPLE MARK SCHEME
This document consists of 20 pages
T10030/02
Duration: 1 hour 15 minutes
J384/02
Mark Scheme
June 20xx
MARKING INSTRUCTIONS
PREPARATION FOR MARKING
SCORIS
Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training; OCR
Essential Guide to Marking.
2.
Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge
Assessment Support Portal http://www.rm.com/support/ca
3.
Log-in to scoris and mark the required number of practice responses (“scripts”) and the required number of standardisation responses.
EN
1.
C
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YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.
TRADITIONAL
MARKING
SP
E
Before the Standardisation meeting you must mark at least 10 scripts from several centres. For this preliminary marking you should use pencil and
follow the mark scheme. Bring these marked scripts to the meeting.
1.
Mark strictly to the mark scheme.
2.
Marks awarded must relate directly to the marking criteria.
3.
The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 50% Batch 1 and 100% Batch 2)
deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.
4.
If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the scoris messaging system.
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J384/02
Mark Scheme
June 20xx
Work crossed out:
a.
where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains no
marks
b.
if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does not
cause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.
6.
Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.
7.
There is a NR (No Response) option. Award NR (No Response)
if there is nothing written at all in the answer space
OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)
OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question.
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
8.
The scoris comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments
when checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your Team Leader, use telephone, email or the scoris messaging system.
9.
Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive
criticism of the question paper/mark scheme is also appreciated.
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E
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5.
3
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Annotations
EN
Meaning
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Annotation
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10.
Mark Scheme
4
June 20xx
J384/02
11.
Mark Scheme
June 20xx
Subject-specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
the specification, especially the assessment objectives
the question paper and its rubrics
the mark scheme.
EN



You should ensure that you have copies of these materials.
C
IM
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
SP
E
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
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J384/02
Mark Scheme
June 20xx
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and
ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
EN
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
C
IM
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the
marking criteria.
SP
E
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
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Mark Scheme
June 20xx
LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected approaches
where they show relevance.
Using ‘best-fit’, decide first which set of level descriptors best describes the overall quality of the answer. Once the level is located, adjust the mark
concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
EN
Highest mark: If clear evidence of all the qualities in the level descriptors is shown, the HIGHEST Mark should be awarded.
Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the levels below and show limited
evidence of meeting the criteria of the level in question) the LOWEST mark should be awarded.
Middle mark: This mark should be used for candidates who are secure in the level. They are not ‘borderline’ but they have only achieved some of
the qualities in the level descriptors.
SP
E
C
IM
Be prepared to use the full range of marks. Do not reserve (e.g.) highest level marks ‘in case’ something turns up of a quality you have not yet
seen. If an answer gives clear evidence of the qualities described in the level descriptors, reward appropriately.
7
Mark Scheme
AO1
Comprehensive A range of detailed
and accurate
knowledge that is
fully relevant to the
question.
AO2
A range of detailed
and accurate
understanding that
is fully relevant to
the question.
A range of
accurate
knowledge that is
relevant to the
question.
A range of
accurate
understanding that
is relevant to the
question.
Reasonable
Some knowledge
that is relevant to
the question.
Some
understanding that
is relevant to the
question.
Basic
Limited knowledge
that is relevant to
the topic or
question.
SP
E
C
IM
Thorough
Limited
understanding that
is relevant to the
topic or question.
June 20xx
AO3
Detailed and accurate interpretation through the application of relevant knowledge
and understanding.
Detailed and accurate analysis through the application of relevant knowledge and
understanding.
Detailed and substantiated evaluation through the application of relevant
knowledge and understanding.
Detailed and substantiated judgement through the application of relevant
knowledge and understanding.
Accurate interpretation through the application of relevant knowledge and
understanding.
Accurate analysis through the application of relevant knowledge and
understanding.
Supported evaluation through the application of relevant knowledge and
understanding.
Supported judgement through the application of relevant knowledge and
understanding.
Some accuracy in interpretation through the application of some relevant
knowledge and understanding.
Some accuracy in analysis through the application of some relevant knowledge and
understanding.
Partially supported evaluation through the application of some relevant knowledge
and understanding.
Partially supported judgement through the application of some relevant knowledge
and understanding.
Limited accuracy in interpretation through lack of application of relevant knowledge
and understanding.
Limited accuracy in analysis through lack of application of relevant knowledge and
understanding.
Un-supported evaluation through lack of application of knowledge and
understanding.
Un-supported judgement through lack of application of knowledge and
understanding.
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Mark Scheme
Question
Answer
1 (a) (i)
Tokyo ()
(ii) Eight ()
(iii) All of the EDCs are expected to increase in population
with most of the EDCs having a large predicted growth
rate () with only Buenos Aires growing by a smaller
predicted growth rate () (COM)
(b*)
Case study ways of life in cities today
Level 3 (6–8 marks)
An answer at this level demonstrates thorough
knowledge of the ways of life in the LIDC or EDC city
(AO1) with a thorough evaluation of how the ways of life
vary within the city (AO3).
Marks
1
1
3
8
June 20xx
Guidance
()
()
2 x 1 () for describing the pattern
1 x 1 (COM) for communicating the answer in an appropriate
and logical order
Credit any relevant suggestion
Case study will be marked using 3 levels:
Indicative content
Ways of life will depend on the city chosen but may be
around culture, ethnicity, housing, leisure or consumption.
The cities must be from an LIDC or EDC.
C
IM
This will be shown by including well-developed ideas
about the ways of life in the LIDC or EDC city and how the
ways of life vary.
EN
J384/02
The answer must also include place-specific details for
the named city.
SP
E
There is a well-developed line of reasoning which is clear
and logically structured. The information presented is
relevant and substantiated.
Level 2 (3–5 marks)
An answer at this level demonstrates reasonable
knowledge of the ways of life in the LIDC or EDC city
(AO1) with a reasonable evaluation of how the ways of
life vary within the city (AO3).
This will be shown by including developed ideas about
the ways of life in the LIDC or EDC city and how the ways
of life vary.
Developed ideas but no place-specific detail credited up to
9
Example of well-developed ideas:
Within Cape Town ways of life vary significantly which shows
the cultural diversity of the population, with 11 official
languages. Whilst the day to day lives of people may vary,
there are aspects of life which are shared throughout the city
with the cultural heritage of the people very much evident.
Cape Jazz, a style of jazz with a distinct African spice which
stems from artists finding inspiration in their struggles of the
apartheid years, can be found everywhere from the heart of
townships to The Piano Bar of the De Waterkant
neighbourhood. Housing in townships (Khayelitsha) often
consists of densely packed single-story homes compared to
more affluent South Africans who have greater access to
gardens, green space and sports facilities especially in the
suburbs.
Example of developed ideas:
Within Cape Town ways of life vary greatly with rich people
enjoying restaurants and shopping at the V&A Waterfront
and poorer people struggling to feed their family in the
informal housing of the ‘townships’. In the townships
communities are brought together through music and dance
J384/02
Mark Scheme
Question
Answer
Marks
middle of level.
There is a line of reasoning presented with some
structure. The information presented is in the most-part
relevant and supported by some evidence.
Example of simple ideas:
In Cape Town there are some rich people and lots of poor
people who live in run down housing. Their ways of life are
very different but they enjoy lots of music and dancing.
C
IM
This will be shown by including simple ideas about the
ways of life in the LIDC or EDC city and how the ways of
life vary.
Guidance
and they have a lot of traditional African shows. In wealthier
areas of Cape Town people can access more variety of
entertainment, with many drawing on the history and culture
of the country. Housing in townships compared to the
suburbs varies with larger properties and more green space
in the suburbs.
EN
Level 1 (1–2 marks)
An answer at this level demonstrates basic knowledge of
the ways of life in the LIDC or EDC city (AO1) with a basic
evaluation of how the ways of life vary within the city
(AO3).
June 20xx
Simple ideas or appropriate named example only credited
at bottom of level.
SP
E
The information is basic and communicated in an
unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be
clear.
0 marks
No response or no response worthy of credit.
Question
Answer
Marks
10
Guidance
Mark Scheme
(i)
(ii)
D: political unrest ()
D: Supports progress through trade links and building
transport networks ()
a top down strategy ()
The Philippines is in the second stage - pre-conditions for
take off (). There is some commercial farming, for
example rice (DEV) but 33% of the population is still
employed in farming so the economy needs to develop
further (DEV). The World Bank predicts that the 15% of
the population employed in industry will increase,
suggesting a more complex economy is developing and
the Philippines is ready for take off. (DEV)
Case study: LIDC development
Level 3 (5–6 marks)
An answer at this level shows thorough knowledge of a
development strategy in an LIDC (AO1) with thorough
understanding of what the development strategy is aiming
to achieve (AO2) and a thorough evaluation of how
successful the development strategy has been (AO3).
Marks
1
1
1
4
This will be shown by including developed ideas about
the development strategy, what it aims to achieve and how
successful it has been.
The answer must also include place-specific details for
the named LIDC.
Level 2 (3–4 marks)
An answer at this level shows thorough knowledge of a
development strategy in an LIDC (AO1) with basic
understanding of what the development strategy is aiming
to achieve (AO2) and a basic evaluation of how
successful the development strategy has been (AO3).
This will be shown by including developed ideas about
11
Guidance
()
()
()
Answer given will depend on the country chosen
1 x 1 () for correctly linking the selected country to the
correct stage of Rostow.
3 x 1 (DEV) for reasons suggested
6
C
IM
(c)
(d)
Answer
SP
E
Question
2 (a)
(b)
June 20xx
EN
J384/02
Case study will be marked using 3 levels:
Indicative content
LIDCs are those as defined by the IMF. The strategy chosen
should be linked to the named LIDC. A large, top down or a
smaller, bottom up strategy could be used.
Example of developed ideas:
Kenya Vision 2008–2030 aims to develop Kenya into a
middle income country by 2030 through a series of 5 year
plans covering economic, social and political actions. The
plan has had some successes, for example in increasing the
% of children attending primary school to 96% but less in
other areas as 45.5% of the population still live in poverty.
Example of simple ideas:
Kenya Vision 2008–2030 has brought improvements in the
numbers of children attending primary school. However
many people are still poor.
J384/02
Answer
the development strategy and simple ideas about what it
aims to achieve and how successful it has been.
Marks
Level 1 (1–2 marks)
An answer at this level shows basic knowledge of a
development strategy in an LIDC (AO1) and either basic
understanding of what the development strategy is aiming
to achieve (AO2) or a basic evaluation of how successful
the development strategy has been (AO3).
C
IM
This will be shown by including simple ideas about the
development strategy and either what it aims to achieve
or how successful it has been.
EN
Developed ideas but no place-specific detail credited up to
bottom of level.
Simple ideas or appropriate named example only credited
at bottom of level.
0 marks
No response or no response worthy of credit.
SP
E
Question
Mark Scheme
12
June 20xx
Guidance
J384/02
Mark Scheme
Answer
A: most highland is in the North and West of the UK ()
B: highest population density is in England ()
16-29 age group ()
1 mark for correctly labelling axis
1 mark for correctly adding scale to axis
2 marks for adding bars to graph correctly using the data
in the table
(d)
Level 3 (5–6 marks)
An answer at this level shows a thorough knowledge of
the UK’s media exports global influence (AO1) and a
reasonable interpretation of the news article (AO3) to
describe UK’s media exports global influence.
Marks
1
1
1
4
Guidance
()
()
()
4 x 1 ()
Must be a vertical bar graph
SP
E
C
IM
EN
Question
3 (a)
(b)
(c) (i)
(ii)
June 20xx
6
Answer will be marked using 3 levels:
Indicative content
X Factor information interpreted from the news article,
potentially including the reach of the X Factor, the success of
people who came through the show and the number of local
versions which have been created.
This will be shown by including well-developed ideas
about the global influence of the UK’s TV programmes.
Other information might include relevant facts about the
value of UK media exports, examples of other TV shows
which are shown abroad or named countries which import
media from the UK.
Level 2 (3–4 marks)
An answer at this level shows reasonable knowledge of
the UK’s media exports global influence (AO1) and a
13
J384/02
Answer
basic interpretation of the news article (AO3) to describe
UK’s media exports global influence.
Marks
This will be shown by including developed ideas about
the global influence of the UK’s TV programmes.
Level 1(1–2 marks)
An answer at this level shows basic knowledge of the
UK’s media exports global influence (AO1) and a basic
interpretation of the news article (AO3) to describe UK’s
media exports global influence.
June 20xx
Guidance
Example of well-developed ideas:
As more people internationally watch the X Factor, already
more than 360 million people worldwide have watched the
show, and other programmes made in the UK the
understanding of the English language increases around the
world. In addition, British values and beliefs are more widely
shared which may also boost sales of associated products.
EN
Example of developed ideas:
Programmes such as the X Factor are shown in a lot of
countries around the world which increases awareness of the
British way of life and the English language.
C
IM
This will be shown by including simple ideas about the
global influence of the UK’s TV programmes.
0 marks
No response or no response worthy of credit.
SP
E
Question
Mark Scheme
14
Example of simple ideas:
The X Factor is watched by over 360 million people around
the world.
(d)
D: 3 and 4 ()
To be food secure a person would have physical and
economic access to food () that meets which dietary
needs and food preferences ().
Case study: Food security
Example:
In Cuba, the government have attempted to become more
food secure by increasing self-sufficiency (), with the
scheme being effective as Cuba is now 90% self-sufficient
in fruit and vegetables (DEV). In Havana over 200 urban
farms called Organopónicos have opened, where fruit and
vegetables are grown on any land possible such as
rooftops or waste sites (), which have been effective in
helping increase the amount of fruit and vegetable
production but does not produce other products which
help to achieve food security (DEV).
Level 3 (5–6 marks)
Answers at this level must show thorough understanding
of how one technological strategy attempts to improve
food security (AO2) and thorough evaluation of the
success of the technological strategy to sustainably
improve food security (AO3).
Marks
1
2
4
This will be shown by including well-developed ideas
about how one technological strategy improves food
security and its success.
Level 2 (3–4 marks)
Answers at this level must show reasonable
understanding of how one technological strategy attempts
to improve food security (AO2) and reasonable evaluation
of the success of the technological strategy to sustainably
improve food security (AO3).
15
June 20xx
Guidance
()
2 x 1 ()
2 x 1 () for details of food security attempt valid use from
the resources
2 x 1 (DEV) for the explanation of how effective the attempt
is to achieve food security
Answer must be an attempt to ensure food security at a
national scale
C
IM
(c)
Answer
SP
E
Question
4 (a)
(b)
Mark Scheme
EN
J384/02
6
Answer will be marked using 3 levels:
Indicative content
Example of well-developed ideas:
The amounts of GM crops (such as rice) produced has
increased over the years in an attempt to provide enough
food to feed growing populations (social sustainability) and to
produce crops adapted to changing climatic conditions in
drier areas such as sub-Saharan Africa (environmental
sustainability). However whilst GM crops have increased
yields and meant adaptions could be made, they have also
been criticised for producing mono-cultures which threatens
crop diversity.
Example of developed ideas:
There are more types of GM crops grown (such as rice) to
provide food for a growing population. They are not always
good for the environment and people’s health but more food
Answer
This will be shown by including developed ideas about
how one technological strategy improves food security and
its success.
Level 1 (1–2 marks)
Answers at this level must show basic understanding of
how one technological strategy attempts to improve food
security (AO2) and basic evaluation of the success of the
technological strategy to sustainably improve food security
(AO3).
Marks
0 marks
No response or no response worthy of credit.
16
June 20xx
Guidance
has been produced and that has helped starving populations.
Example of simple ideas:
GM crops are bad for the environment but can be helpful if
people are hungry
C
IM
This will be shown by including simple ideas about how
one technological strategy improves food security and its
success.
SP
E
Question
Mark Scheme
EN
J384/02
Question
5 (a)
(b)
Mark Scheme
Answer
Could include: a land use map (), a transect (),
photographs ()
Marks
1
Air traffic business passenger numbers () is an indication
that an area has many key important businesses (DEV)
Number of financial institutions, headquarters of
international companies () as this is an indication that an
area is a financial hub (DEV)
Older people are more affected by shop closures than
younger people () as the score for the 65+ age group is
3 out of 5 (DEV)
(d*)
Own fieldwork
Level 3 (6–8 marks)
An answer at this level demonstrates thorough analysis
(AO3) and evaluation (AO3) of the how the fieldwork
conclusions improved understanding of a geographical
question or issue. There will be a reasonable judgement
as to whether the fieldwork conclusions improved
understanding of a question or issue (AO3).
2
8
SP
E
C
IM
(c)
4
This will be shown by including well-developed ideas.
There is a well-developed line of reasoning which is clear
and logically structured. The information presented is
relevant and substantiated.
Level 2 (3–5)
An answer at this level demonstrates reasonable analysis
(AO3) and evaluation (AO3) of the how the fieldwork
conclusions improved understanding of a geographical
question or issue. There will be a basic judgement as to
whether the fieldwork conclusions improved understanding
of a question or issue (AO3).
17
June 20xx
Guidance
()
Accept any suitable answer as long as it is a primary data
collection method
2 x 1 () for naming the data type selected
2 x 1 (DEV) for reason for the data type selected, for
example about how it could be used
Allow other reasonable types of data linked to economic
hubs
1 x1 () for any reasonable idea from the rose diagram
analysis
1 x1 (DEV) for evidence interpreted from the diagram to
support the idea
Answer will be marked using 3 levels:
EN
J384/02
Indicative content
There are many areas in the specification where fieldwork
could be used.
Example of well-developed ideas:
Name the fieldwork: Does housing quality improve with
distance from the city centre of Newcastle upon Tyne?
I found that in two directions (west and east) the types of
housing remained more similar than to the north, so I was
able to conclude that housing quality does not change in the
same way with distance from the city centre. This helped me
understand the reasons behind changing land use in a city,
for example redevelopment and gentrification.
Example of developed ideas:
Name the fieldwork: Housing quality and distance from the
city centre of Newcastle upon Tyne.
I found that in some areas the housing quality improved with
distance from the centre but in others it seemed to get worse.
This is because in some areas old housing had been
J384/02
Answer
This will be shown by including developed ideas.
Marks
June 20xx
Guidance
knocked down and new estates built.
Example of simple ideas:
Name the fieldwork: Housing quality in Newcastle upon
Tyne. I found out about the different types of housing in
Newcastle. This helps me understand urban land use.
Level 1 (1–2)
An answer at this level demonstrates basic analysis
(AO3) and evaluation (AO3) of the how the fieldwork
conclusions improved understanding of a geographical
question or issue. There will be no judgement as to
whether the fieldwork conclusions improved understanding
of a question or issue (AO3).
C
IM
This will be shown by including simple ideas.
EN
There is a line of reasoning presented with some
structure. The information presented is in the most-part
relevant and supported by some evidence.
The answer may not link own fieldwork to a geographical
question or issues.
The information is basic and communicated in an
unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be
clear.
SP
E
Question
Mark Scheme
0 marks
No response or no response worthy of credit.
Spelling, punctuation and grammar and the use of
specialist terminology (SPaG) are assessed using the
separate marking grid in Appendix 1.
3
18
J384/02
Mark Scheme
June 20xx
APPENDIX 1
Spelling, punctuation and grammar and the use of specialist terminology (SPaG) assessment grid*
The learner writes nothing
The learner’s response does not relate to the question
The learner’s achievement in SPaG does not reach the threshold performance level, for example errors in spelling, punctuation and
grammar severely hinder meaning
SP
E



C
IM
EN
High performance 3 marks
 Learners spell and punctuate with consistent accuracy
 Learners use rules of grammar with effective control of meaning overall
 Learners use a wide range of specialist terms as appropriate
Intermediate performance 2 marks
 Learners spell and punctuate with considerable accuracy
 Learners use rules of grammar with general control of meaning overall
 Learners use a good range of specialist terms as appropriate
Threshold performance 1 mark
 Learners spell and punctuate with reasonable accuracy
 Learners use rules of grammar with some control of meaning and any errors do not significantly hinder overall
 Learners use a limited range of specialist terms as appropriate
0 marks
19
J384/02
Mark Scheme
June 20xx
Assessment Objectives (AO) grid
AO2
4
1
AO3
4
1
1
3
2
4
2
C
IM
1
2
2
14
AO4
1
1
3
EN
AO1
1
1
1
4
2
1
2
2
3
SP
E
Question
1(a)(i)
1(a)(ii)
1(a)(iii)
1(b)
2(a)
2(b)
2(c)
2(d)(i)
2(d)(ii)
3(a)
3(b)
3(ci)
3(cii)
3(d)
4(a)
4(b)
4(c)
4(d)
5(a)
5(b)
5(c)
5(d)
Total
14
3
1
4
2
8
22
20
17
Marks
1
1
3
8
1
1
1
4
6
1
1
1
4
6
1
2
4
6
1
4
2
8
67
SPaG
3
3